Jonathan Fletcher Fletcher 1

Professor Jan Rieman

English 1103

November 18, 2010

Reflection

Working on this inquiry paper, I have become somewhat surprised with my results. I

discovered information that was new to me, and that has given me a new perspective on how I

use technology with my studies. Computers do truly have an impact on student performance,

but for every benefit, there looks to be a side effect, which can in some ways be more harmful

than the advantages are profitable. I have learned that diversity of sources gives multiple views,

but this does not constrain someone from forming an opinion or finding the facts. I have also

had the opportunity of learning the new rules for MLA citation, a tool that may be important in

my career.

Students and Technology:

Discovering the Connection Between Computers and Education

Computers have proven to be valuable tools. From word processors used for writing

essays, to complex programs used to calculate mathematical equations, computers help

students solve an array of problems. But does this actually affect the education of students?

The relationship between the personal use of computers and the impact that they have on the

way students learn is becoming a common question for researchers. A detailed look at some

recent findings can give us a little insight into this newly debated topic.
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On the surface, computers seem to have a positive influence on a child’s learning

abilities. Leslie Bennetts of the Hawaii public school system believes that students who have

some knowledge of the use of computers “are likely to see their school performance enhanced

and their prospects for future employment improved” (Bennetts). Michael Russell, a researcher

from Boston College, conducted a study on students taking the Massachusetts Comprehensive

Assessment Systems (MCAS) English/Language Arts exam. His study claims that “the more

regularly students use computers to write papers for school, the better they performed on the

[English] exam…Specifically, this study finds that students' use of computers throughout the

writing process had a statistically significant positive effect on… writing scores" (Russell). These

positive scores came about even though the students did not use computers when actually

completing the test. The study also showed that simply typing a final draft on a computer had

no effect on a student’s performance. Russell says this is important, because it highlights the

importance of computers throughout the entire process of writing; from drafting, to revision, to

the final stages (Russell).

On the other hand, computers have been found to have negative consequences on a

student’s education. In a study conducted by the University of Munich in Germany, students

with computers in the home scored better than those children whose families did not have

computers. However, a more detailed analysis showed that these high scores were impacted by

other factors besides owning and using computers, such as family background. When students

from the same family background were compared - some with computers in the home, others

without - the results showed that students with computers actually did worse in school. This
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study was conducted on several hundred thousand students from a variety of social groups in

more than thirty different countries (David Walsh).

The Munich study is not the only data that shows this outcome. The MCAS Exam study

previously mentioned had similar findings with the Munich study, in that the initial results

showed that students who used computers achieved higher test scores. Yet again, upon further

examination, the study found that recreational use of computers (for video games and social

sites) had a negative impact on the MCAS reading scores. Russell believes that “this occurs

because students who spend more time using computers for recreational purposes at home

may spend less time reading at home” (Russell). In addition to these findings, the study showed

that students who spent a lot of time creating PowerPoint presentations scored lower in the

writing area of the test. “This negative relationship may result from students spending less time

writing during class time and more time creating and revising multimedia projects that contain

relatively small amounts of written work,” said Russell (Russell).

So what can we learn from this information? Research shows that computers can both

help and hurt a student’s test scores and general education. But what does this research really

mean? “First, at a time when schools are under increased pressure to raise test scores, yet are

also facing budget shortfalls, this study provides evidence that investments in computers can

have positive effects on student achievement,” Russell further explains. “Second, it shows that

teachers and students must be thoughtful about how computers are used and what types of

learning they expect to impact” (Russell). So in many cases, the affect that computers have on

a student depends on the way in which they are used. When used properly for reading and
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writing, they can improve a student’s test scores. Using computers for other reasons, such as

for Facebook or Twitter, can impair a student’s vocabulary and grammar usage, as well as their

reading habits and skills.

In Jane Healy’s Failure to Connect, we find a story about a six-year-old boy whose

intellectual abilities have been enhanced by computers. Unfortunately, this has also resulted in

a lack of communication and interaction with other children his age. The boy’s parents strive to

limit him to only three hours of computer use per day, but even that seemingly small amount

appears to have had an effect on him. “The psychologist… told me she thought his social skills

were about on the level of a three-year-old,” Healy writes (171-72). And the weakening of basic

social skills is not the only psychological effect computers have had on education. C.A. Bowers,

in his book Let Them Eat Data, explains, “Dependence on computers is growing in all areas of

public school and university activity” (112). Bowers cites the “increasing reliance on email for

student-professor communication” as proof for his point (113). It is easy to see that many

scholars and teachers prefer to limit the use of technology.

Professor Verna Crutchfield with the Math Department at the University of North

Carolina at Charlotte admits that she chooses not to use many technological methods in her

teaching. In an email interview, she told me, “I believe that technology is a tool that

can enhance learning but cannot, in math courses, take the place of using paper and pencil to

produce graphs and computations. I have had entire classes who were very proficient with the

calculator but… did not know what the values on the calculator meant” (Crutchfield).
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Computers and technology do help children get results, but sometimes they inhibit the actual

learning process.

Looking at my personal experience, I’ve grown up around computers, and I’ve been

using them since I was about six years old. I have always been a straight ‘A’ student and I rarely

ever scored low on a test. I was, however, a very shy child, and I am still sometimes less inclined

to branch out and meet new people. I suppose it could be said that computers did have some

hand in this, but other factors in my life could have contributed as well. I’ve also been very

efficient with PowerPoint for many years, which does not seem to have negatively affected my

testing. Consequently, I have always had a love for books, and as a child, reading was my

favorite pastime.

So, does the use of personal computers inside and outside of the classroom aid in a

student’s educational performance? Do computers inhibit a child’s learning abilities? In my

research, I have seen numerous studies performed that yielded several different results. I have

read the opinions and findings of scholars, researchers, and writers, and I have even spoken

with teachers about their thoughts and preferences on the issue. I’ve come to the conclusion

that there may be no definite answer to the question.

It seems that the real relationship between computers and student education lies within

the students themselves. Yes, computers are valuable and useful tools that can greatly impact

someone’s grades for the better, but by the same token, computers have the potential to be a

negative component, detrimental to the health of a student’s learning abilities. Maybe we as

students should discipline ourselves to be less prone to “log on” but rather be more apt to read
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a book every once in a while. We all need a healthy balance between our recreational time and

our studying time, and computers are not by any means an exception.

Works Cited

Bennetts, Leslie. “Do Computers Make Kids Smarter?” k12.hi.us.Hawaii Public Schools. Sept

1999. Web. 4 Nov 2010.

Bowers, C.A. Let Them Eat Data. Athens, Georgia: University of Georgia Press, 2000. Print.

Crutchfield, Verna. Personal interview. 10 Nov. 2010.

Healy, Jane M. Failure to Connect. New York: Simon & Schuster, 1998. Print.

Russell, Michael. “How Computer Affect Student Performance: The Good and the Bad.”

MedicalNewsToday.com. MediLexicon International Ltd. 29 Jan 2005. Web. 4 Nov 2010.

Walsh, David. “How Does Having a Computer Affect Your Child’s Intelligence?”

FamilyMagazineGroup.com. Family Magazine Group. 2007. Web. 4 Nov 2010.